• Femke Sporn
  • Daniel Sommerhoff
  • Aiso Heinze
Research has highlighted that students of all age have difficulties with
mathematical proof, many of which can be traced back to a limited understanding
of proof. Despite various research focusing on aspects of proof understanding, a
generally accepted framework for proof understanding, systematizing its various
aspects, is missing so far. We thus outline a framework for a persons’ proof
understanding along several important perspectives, foci, and aspects, for
example distinguishing concept-oriented and action-oriented foci. To
substantiate the latter distinction and the value of the framework, a first
explorative empirical study was conducted with N = 72 beginning mathematics university students’, indicating that concept-oriented and action-oriented methodological knowledge can be distinguished.
OriginalspracheEnglisch
TitelProceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education
Redakteure/-innenMaitree Inprasitha, Narumon Changsri, Nisakorn Boonsena
Seitenumfang9
Band4
Herausgeber (Verlag)PME
Erscheinungsdatum07.2021
Seiten102-110
ISBN (elektronisch)978-616-93830-0-0
PublikationsstatusVeröffentlicht - 07.2021
Veranstaltung44nd Conference of the International Group for the Psychology of Mathematics Education - Khon Kaen, Thailand
Dauer: 19.07.202122.07.2021
https://pme44.kku.ac.th/home/

ID: 1666543